The grade three students (10 classes) are learning about energy – specifically about its transformation from one form to another in order to be used by people. At the same time we, as a team of teachers, are working at transforming our practice in order to promote deeper understanding for ourselves and our students. It’s this last point that I will focus on for this post.
Co-evolving is this year’s initiative for our primary school faculty. How do we collectively improve our practice? Teaching requires a great deal of energy. How can we make efficient and effective use of our energy? At least for me, part of the answer lies in shifting more responsibility to the learner. When students have more ownership, choice, and engagement with the concepts and content of the unit, deeper understandings are made. It can be tough for teachers to let go of some of the control, but the benefits can be remarkable. I’ve found the makerspace has been a great catalyst for shifting some of this control and responsibility away from the teachers. Seeing every student engaged in making something – something that will help them to better understand the concepts and content of the unit – helps some teachers see the benefit of this more open-ended and student-centred approach.
What do you see as the teacher’s role in this?